Promoting Institutional Change to Strengthen Science Teacher Preparation

该项目是一个为期三年的合作伙伴关系之间的国立大学和赠地学院（NASULGC）和两个学科为基础的组织，物理教师教育联盟（物理技术/PTEC，美国物理学会和物理教师的美国协会的努力）和美国化学学会。 该项目的愿景是创建一个大型和持久的国家网络的学院和大学，成功地谈判了困难的体制限制，建立强大的，有效的，以及持续的高中教师准备计划在科学和数学-计划，成功地应对需要完成科学和数学教师在他们的国家和全国各地。 这项工作的核心目标是： a. 建立和支持一个全国领导网络，由多达50个机构的校长、校长、教务长及其指定人员组成，他们在各自机构积极改善数学和科学教育，特别是教师教育; B. 增加为教师准备做出贡献的学科教师的数量，他们通过部门间、学院间和学校与大学的伙伴关系，承担更多的责任，指导和引导初任教师以及职业教师的专业发展; C. 解决阻碍大学加强科学教师准备计划能力的挑战并取得明显进展; D. 广泛传播的结果和经验教训，从这个和其他相关项目，特别是经验教训：（1）在机构政策和做法，加强科学教师准备计划，增加学科教师的参与变化;（2）示范科学教师准备计划的程序功能，（3）成功的诺伊斯奖学金计划的功能;（4）确保高等院校的高层领导人不断作出积极的承诺，使师资培训-特别是科学和数学方面的师资培训-成为大学的一项中心事业;（5）学科协会在加强科学师资培训和支持实践教师方面的作用;以及（6）国家政策的努力，可以促进科学教师的准备，并消除对从事教学职业的抑制因素;以及 e. 为MSP和Noyce奖学金计划的国家网络提供支持，促进这些和其他科学和数学教育计划网络的沟通。

This project is a three-year partnership between the National Association of State Universities and Land Grant Colleges (NASULGC) and two discipline-based organizations, the Physics Teacher Education Coalition (PhysTEC/PTEC, an effort of the American Physical Society and the American Association of Physics Teachers) and the American Chemical Society. The project vision is the creation of a large and enduring national network of colleges and universities that have successfully negotiated difficult institutional constraints to establish strong, effective, and well-sustained high school teacher preparation programs in science and mathematics - programs that respond successfully to the need for accomplished science and mathematics teachers in their states and throughout the country. Core objectives of the work are to: a. Create and support a national leadership network from up to 50 institutions of presidents, chancellors, provosts and their designees who are active at their institutions in improving mathematics and science education - and especially teacher education; b. Increase the number of disciplinary faculty who are contributing toward teacher preparation and who, through inter-departmental, inter-college and school-university partnerships, assume increased responsibility for the mentoring and induction of beginning teachers and the professional development of career teachers; c. Address and make demonstrable progress toward overcoming the challenges that impede the ability of universities to strengthen their science teacher preparation programs; d. Widely disseminate the results and lessons learned from this and other related projects, especially the lessons learned about: (1) changes in institutional policies and practices that enhance science teacher preparation programs and increase the participation of disciplinary faculty; (2) the programmatic features of exemplary science teacher preparation programs, (3) the features of successful Noyce Scholarship Programs; (4) securing the ongoing and active commitment of top institutional leadership to making teacher preparation - particularly in science and mathematics - a central university enterprise; (5) the role of the disciplinary societies in strengthening science teacher preparation and in the support of practicing teachers; and (6) state policy efforts that can facilitate improvement of science teacher preparation and that remove the disincentive for pursuing a career in teaching; and e. Provide support to the national networks of MSP and Noyce Scholarship programs, facilitating communication across these and other networks of science and mathematics education programs.